Your prospect
Name the prospect from your homework and the one thing they need to know about your training. If you have not settled on a real prospect, the Okafors — a constructed prospect, invented for this course — are ready to use: a young family wanting a backyard renovation, no landscape background, found you through a referral from a past client.
What the capstone has to do
Assessment criteria
| Criterion | What it means | Weight |
|---|---|---|
| Accuracy of title | "Landscape designer" throughout — never "architect" — in both documents | 20% |
| Cohesion | Pronoun reference, relative clauses and discourse markers carry the text; the name is not repeated | 25% |
| Register match | The profile and the proposal are two different genres and should not read identically | 25% |
| Evidence | At least one concrete project or figure, not a general claim of experience | 30% |
The weight sits on evidence and cohesion, not on quantity. A short, cohesive, accurate profile beats a long one that repeats the same claim in three different sentences.
Plan both documents
On one sheet, before writing:
- The title — exactly as it should appear, checked against Lesson 1
- One concrete piece of evidence — a project, a number, a specialism
- The prospect and what they specifically need to know
- One relative clause you plan to use, and what it will define
- The scope of services for this specific proposal
Write both documents
Portfolio piece 10 of 10 — capstone
A real or constructed prospect · full professional profile · design proposal
Write the profile you would actually publish and the proposal you would actually send.
- Profile: 100–150 words, third person, for a proposal document or website.
- Proposal: 150–250 words, addressed directly to the prospect, with a stated scope of services.
- The two documents should not read identically — if they do, one of them is in the wrong register.
- Read both aloud before calling them done.
Lesson 1, revisited
Put your Lesson 1 baseline beside today’s two documents and answer:
- Did Lesson 1 use the correct title? Do both documents today?
- How many times did Lesson 1 repeat your name or restate who you are?
- Did Lesson 1 give concrete evidence, or only a description?
- Would the Lesson 1 answer have survived being read by a stranger, cold, with no follow-up questions allowed?
A final check on the unit. Each sentence has one error.
1. A landscape designer, who she trained in Brazil, is licensed under B-C27.
2. She has completed projects in three counties. She has completed a project in Lafayette.
3. Her scope of services covers design and permitting. However, it also includes construction-phase coordination with the contractor.
Unit 10 complete — Term 2 done
You can now: introduce yourself and your practice with the correct title, hold a long piece of English together with pronoun reference and relative clauses, match register across four genres without one leaking into another, and explain your training across two regulatory systems without overclaiming an equivalence that is not there. That is the B2 can-do statement for this unit, and it is signed off.
Term 2 is now fully built — Units 6 through 10, spec through capstone. The Term 2 milestone this syllabus specifies (a twelve-minute assessment: spec an assembly, argue a compliance point, answer a plan-check comment, handle a client objection) draws on exactly these five units and is ready to run.
What is not yet built. Units 2 through 5 — Term 1, B1 — remain unbuilt. The exit target for the full course is B2, reached from a B1 floor; that floor is not yet under this capstone. Eight of eighty lessons said otherwise for a while — now it is forty-eight, and the honest state of the course is: the top of the arc is built, the bottom half is next.